Week 2 of the BEARS unit.
Two stories, one set of riddles, a giant bear walk around the library…and I should have had more. Note to self: 40 minutes with 4 year olds requires a LOT of activities, especially when they take less than 5 minutes to select books and check out!
Week 1 of a new author study with MAC BARNETT. Mac is one of my favorite
Each week in this study, I’ll be teaching how to read a spine label on a book. With LEO, the 2 questions listed are WRONG! (I saved the wrong slide…oops!). Students reacted to what they wondered about the story.
Week 4 in our Haiku Animals study. Week 1, Week 2, and Week 3 are here. (note: this would be a 3 week unit if students are already familiar with PebbleGo. Mine were not.)
This week, students used their notes to share information learned. They created short videos using ChatterPix.
Here were the directions, made using ChatterPix:
And here was a sample video I made using the notes I took during one of the classes:
At the end of the lesson, students uploaded their videos to Seesaw. Want to know more about how I use Seesaw in the library? INFO TO COME!
Goal: students will brainstorm wonder questions following a reading of Katherine Applegate’s Ivan: the remarkably true story of a shopping mall gorilla.
Why are we doing this? Well, Destiny has been a beast, and not all students are able to access it at this point (I’m working on discovering WHY this is). Until Destiny allows all students equal, successful access, we are taking a break. A mini-unit on nonfiction and research is just what the librarian ordered!
Next week, we’ll do a group research lesson on identifying trustworthy websites and using keywords as we search online for answers to the questions.
Week 1 of a 5 week unit on FAKE NEWS!
This week, prior knowledge of fake news kicked off our discussion. Students knew A LOT and kept bringing up certain US-based examples – even in an international school! We played a short game of “two truths and a lie” to get them prepared for the 3 stories we read in Ammi-Joan Paquette & Laurie Ann Thompson’s book, as most had never heard of it. Interestingly, two students were able to correctly identify my LIE using nothing but reasoning. Hint: it involves knowledge of history!
As a class, I read aloud Chapter 5 from Two Truths and a Lie. Recognizing the challenge of reading a book like this aloud, I scanned the pages into a PPT so that children could read along (another idea: use a doc camera…I don’t have one, so scanning worked). This lesson allowed discussion on how nonfiction books are read (one can skip and choose) and text features in nonfiction (captions, bold words, photographs, etc). We talked about keywords to search, which we’ll be doing next week.
Cheers, y’all! –arika